🟦 Pedagogical Module 2: Week 3 - Adapting the Book

PLANNING LESSONS: WEEK 3

👥 ATTENDANCE: Mandatory for all full-time teachers.

📅 DATE: Tuesday, March 31, 2026 – 2:30 PM

📍 FOCUS: Adapting the book – turning boring textbook pages into exciting camera presentations.

🔗 RESOURCES (Open in meeting)

- Article: Adapting materials for different age groups (focus on the "Younger students" section)

https://www.teachingenglish.org.uk/professional-development/teachers/managing-resources/articles/adapting-materials-different-age

📋 THE WORKSHOP PLAN (90 Minutes)

0. SETUP & REVIEW (0–10 minutes)

- Choose a facilitator: Must be a NEW person (not the same as Week 1 or 2).

- Facilitator duties: Open resources on the TV. Keep time. Record evidence videos.

- Phone rule: Everyone puts phones away.

- Review: Facilitator asks: "Who used the JYS Skeleton last week? Did you start camera recording at minute 60?" Quick check of homework photos.

1. THE PROBLEM (10–25 minutes)

- Facilitator writes on the board: "The Teacher's Book says: 'Ask students to work in pairs and discuss.' What happens on camera?"

- Teachers discuss honestly. Expected answers: "It's boring." / "Students don't know what to say." / "Some students just sit there."

- Key point: The textbook was NOT designed for camera presentations. We must ADAPT every task so it works on camera.

- Evidence: Facilitator takes a photo of the board with the teachers' answers.

2. INPUT: ADAPTING MATERIALS (25–40 minutes)

- Facilitator opens the article on the TV. Read the "Younger students" section together.

- Discuss: "The article says we should make tasks more visual and physical for young learners. How does this connect to our camera presentations?"

- Introduce the technique – "Show and Tell": Instead of just speaking, students must SHOW something (a drawing, a mini-whiteboard, a poster, a real object) while they TELL the camera about it. This gives them something to hold, point at, and talk about – which makes the video more interesting and gives nervous students a "script" to follow.

3. WORKSHOP: THE "TEACH BACK" TECHNIQUE (40–75 minutes)

- Preparation: The facilitator chooses ONE specific page from a JYS textbook BEFORE the meeting (e.g., a reading text about hobbies, a vocabulary page about food, etc.) and shows it on the TV.

- Step 1 – The old way: Look at the textbook task. It probably says something like "Read and answer questions 1-5" or "Match the words to the pictures." This is fine for STUDY, but it is NOT a presentation.

- Step 2 – The new way ("Teach Back"): Redesign the task for the camera.

Example: Instead of "Read and answer questions 1-5" →

"Draw the 5 answers as pictures on your mini-whiteboard. Stand up. Point to each drawing and explain it to the camera in English."

- Step 3 – Practice: In pairs, teachers redesign the textbook page into a "Teach Back" presentation. Write the new instructions clearly.

- Step 4 – Demo: One teacher acts as the student and performs the "Teach Back" to the camera while the others watch. The group gives feedback: Was it clear? Was it interesting? What could be better?

4. EVIDENCE (75–90 minutes)

✅ REQUIRED EVIDENCE (Zalo)

IN-MEETING VIDEO:

- Task: Film the demo – one teacher performing the "Teach Back" as if they were a student (holding their drawing/board and speaking to the camera).

- Post to: JYS Teacher Training group.

- Caption: "Planning lessons, Week 3. Teach Back demo: [Book + Page Number]."

- Deadline: Before leaving the room.

HOMEWORK (Classroom application):

- Task: Choose one page from your textbook this week. Adapt the main task into a "Show and Tell" or "Teach Back" presentation using the JYS Skeleton (preparation at minute 40, camera at minute 60).

- Photo/Video: Take a photo or short video of a student performing their adapted presentation (showing their drawing/board while speaking).

- Post to: JYS Teacher Training group.

- Caption: "Book page: [Number]. Old task: [Original instruction]. New task: [Your adapted instruction]."

- Deadline: 10 minutes after your chosen lesson finishes.